Effect of Jigsaw Cooperative Learning on Short‐Term Academic Performance and Engagement Compared to Tutorials Among MBBS Students: A Quasiexperimental Study

BACKGROUND: Cooperative learning methodologies are progressively used in medical education to promote engagement and understanding. This research compared the jigsaw cooperative learning strategy with the conventional tutorial method among second-year MBBS students, with a focus on short-term learning outcomes and learner perceptions. METHODS: A quasiexperimental educational study with random allocation was conducted among 160 students assigned to tutorial (n = 80) and jigsaw (n = 80) groups. Pretest and posttest assessments were used to evaluate learning gain. Student perceptions were collected using a 5-point Likert scale, and faculty feedback was obtained. Statistical analysis included paired and independent t tests, along with effect size (Cohen's d) and relative improvement measures. RESULTS: Both groups demonstrated substantial improvement in posttest scores (p < 0.05). The mean learning gain differed between groups (jigsaw: 5.50 ± 3.76; tutorial: 3.78 ± 3.55; p = 0.003). Effect size estimates were 2.17 for the jigsaw method and 1.22 for the tutorial method, with a between-group effect size of 0.47. Relative improvement was 64.8% in the jigsaw group and 38.3% in the tutorial group. Student perception data indicated generally higher engagement and satisfaction with the jigsaw approach, and faculty feedback was positive. CONCLUSION: The findings suggest that the jigsaw method may offer improved short-term learning outcomes and engagement compared to conventional tutorials. However, as the assessment was limited to immediate outcomes, further studies are needed to evaluate long-term retention and broader educational impact.